The role of perception, interpretation, and decision making in the development of beginning teachers’ competence

Santagata, Rossella; Yeh, Cathery

doi:10.1007/s11858-015-0737-9

Cited by 155 publications

(114 citation statements)

References 27 publications

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“…The contribution provided by this study is the attempt to show the specific connections between the different operational phases. A first analysis was conducted respect to the current state of the art on competencies construct, the competence assessment and certification frameworks and the dynamic nature that characterizes the construct of competence itself (Santagata et al, 2016).…”

Section: Methodsmentioning

confidence: 99%

A General Framework For A Standardized Competence Assessment Procedure

Ceresia

Sasso²

2017

European Proceedings of Social and Behavioural Sciences

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The methodological rigour in the competence assessment represents a strategic choice to achieve a successful promotion of human capital. The role of personal and professional competences has been recognized in every professional areas and a huge number of studies have contributed to better understand how competence affect individual and organizational behaviour and what are the best methods to assure its effective assessment. The paper aims to propose an operative and standardized competence assessment procedure coherent with the more recognized international qualification frameworks, even if allowing customized reports. The proposed procedure is the result of the operationalization of a general framework able to offer good contextual and intra-individual adaptability. A four-step procedure has been identified. Each step or phase is structured in some specific sub-phases, which in turn are articulated into several activities, with a view to culminating in a structure coherent with the European Qualification Framework (EQF), where competence are described in terms of Knowledge, Skills, Ability and Other characteristics (KSAOs). The procedure, coherently with proposed framework, can be implemented both in the early stages of the job search, as i.e. graduate employability, or to detect highly specific competence finalized to promote individual and/or organizational performance. In this regard, the standardized competence assessment procedure appears to be a valid instrument to enhance individual potential, encourage competence-based organizational development and to promote Human Capital as organizational competitive resource.

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Section: Methodsmentioning

confidence: 99%

A General Framework For A Standardized Competence Assessment Procedure

Ceresia

Sasso²

2017

European Proceedings of Social and Behavioural Sciences

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“…Although important, the concept of teacher professional competence remains still limited. It is still unclear whether the factors that can enable effective teaching and the interactions between competence and the teaching environment [40]. Recently, Tang and Cheng [41] identified teaching competence as a crucial factor for having professional competence.…”

Section: Competencies and Professional Standards For Teacher Developmentmentioning

confidence: 99%

“…Based on that evidence, teacher education institutions in several countries have restructured their programs and set specific competencies as the goals of their new curricula [39]. However, more recently, other scholars (e.g., Santagata and Yeh [40] and Tang et al [41]) still argue there is a research gap remaining in the basic conceptualizations for teacher professional competence. Witte and Jansen [46] argue that teaching standards have become one of the most suitable policy tools to use for monitoring and enhancing teacher quality.…”

Section: Pre-service Teacher Assessmentmentioning

confidence: 99%

Developing a Professional Performance Evaluation System for Pre-Service Automobile Repair Vocational High School Teachers in Taiwan

Huang

Kao

et al. 2018

Sustainability

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Educational quality is one of the most important factors for having well-trained human resources that support the productivity, competitiveness, and economic growth of a nation. Teachers have always played dominant roles in ensuring education quality. Thus, teacher education is becoming ever more important. However, scholars have long warned about the ineffectiveness of teacher preparation. Indeed, a significant gap still exists between current pre-service teacher education and ideal training. Thus, a new professional performance evaluation system for pre-service teachers will be very helpful in resolving long-term public dissatisfaction with schools. To resolve this problem, developing a performance evaluation system that contains professional standards, performance evaluation criteria, and a precise performance evaluation mechanism is essential to guarantee the highest teacher quality in Taiwan. The authors designed a two-stage research effort for a professional performance evaluation system for Taiwanese pre-service teachers of automobile repair. In the first stage, the Delphi method is introduced to develop pre-service teachers’ professional standards and key evaluation criteria using two iterations of Delphi processes and 14 iterations of focus group meetings based on experts’ opinions. In the second stage, a professional performance evaluation and review mechanism for pre-service teachers is developed using focus group meetings to collect opinions from six vocational education experts. The final performance evaluation system will enhance the quality of pre-service teachers in vocational high schools and serve as a useful model for other countries and economies.

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“…Blömeke, Gustafsson og Shavelson (2015) forener på denne måten teorier fra utdanningsvitenskap og psykologi. Kompetansemodeller som inkluderer både kunnskap og kognitive ferdigheter har siden da blitt den nye standarden (Santagata & Yeh, 2016).…”

Section: Teori: Laererkompetanseunclassified